Design Engineering 1 B

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Design Engineering 1 B Syllabus — Unit-wise Content

The official GTU curriculum for Design Engineering 1 B (subject code 3140005) as prescribed for Common · Semester 4 divides the course into 2 units, covering 62 listed topics. The unit-wise breakdown below is read from the GTU syllabus document for this subject code, so you can check what the course actually covers before deciding which papers to attempt.

Download the official syllabus PDF (3140005)

Unit 1 Applying Design Thinking

Name of the Discipline & the Programme: Every discipline of the Engineering Course category: Compulsory/Core - Intermediate Examination Pattern: Internal evaluation/viva at the end of semester Prerequisites: Design Engineering – 1A Credit Marks Subject code Subject Name Category Sem
L T P Total E M I V Total 3140005 DE - 1B Project Work 4 0 0 2 1 0 0 20 80 100 *L=lectures
E=Theory External
M=Theory Internal
I=Practical Internal
V=Practical External
OJT=On Job Training is equivalent to Practical Relevance This is a revision course designed for those who have undergone the fundamentals of Design Thinking process in 3rd semester
Objective: Applying Design Thinking The course aims to validate the learnings from the understanding design thinking course by translating the concepts into exercises
Here branch specific topics need to be selected by students
apply reverse engineering
modify existing solutions and refine their learning for Design Thinking phases
Course Contents In the 3rd semester
students have learnt the basic Design Thinking methodology in DE-1A and undergone the phases of the same with necessary tools and techniques and worked upon general topic/domain irrespective of their branch
Now in 4th semester
they need to select branch specific existing artefact/solution
apply Reverse Engineering (RE) and modify/redesign it as per the User’s needs using Design Thinking
There are three core objectives of introducing RE and integrating Design Thinking with it: (1) Students will learn some basic concepts from their branch and relate all stages/phases of Design Engineering with their regular core subjects of particular branch in current or further semester/s as one of the key objectives of Design Engineering subject is to imbibe Design Thinking approach into core engineering subject for practical learning
(2) they will use Design Thinking process again to refine their learning and (3) some of the existing solutions will be modified/redesigned through Post-graduate Research Centre for Industrial Design OPEN DESIGN SCHOOL Learning Design Thinking at Gujarat Technological University Page 3 DE projects which can be helpful to user/society
In this module also whole Design Thinking process will be used by students
but more emphasis on Ideation and initial Product Development phases
The content is divided into week-wise activities to better understand the course and to give enough time to all the learning aspects
but depending upon the type and nature of projects
students and guide may allocate more/less time to the activities
Students in 4th semester need to follow week-wise activities as mentioned below to complete course requirements
Design Thinking Process – with Tools & Techniques

Unit 2 (DE-1B): Applying Design Thinking

Broad segment Week Description Operational need Domain/Topic Selection 1 o Branch Specific existing topic selection for Reverse Engineering (This topic must be different from 3rd sem topic) o Team Selection (you may change your team member here in 4th sem) o Brief lecture/exercise o In this semester
student will use Design Thinking process learnt in 3rd semester to modify the selected RE topic Reverse Engineering (RE) 2, 3 o Reverse Engineering – Detailed study for Branch Specific topic o Dissemble the existing selected artefact/product/component/pr ocess/system to study technical aspects and design detail involved o Identify issues related to existing solutions o Brief lecture/exercise o Hands-on practice sessions with cases /examples o Reverse engineering document link is given in General Guidelines document Empathization Phase 4, 5 o Observation: Through AEIOU framework and other Ethnography tools available o Immerse via Role Playing o Interview:  Formal and Informal interview  Students may use Stanford o Students need to visit their domain/place where they can interact with user for getting insights. o Here
observation can be of direct user of the selected solutions
manufacturer and dealer or from point of view Post-graduate Research Centre for Industrial Design OPEN DESIGN SCHOOL Learning Design Thinking at Gujarat Technological University Page 4 methods given in below link - http://dschool.stanford.edu/wp- content/uploads/2013/10/METHO DCARDS-v3-slim.pdf o Modification for existing artefact/product/component/pr ocess/system based on User’s need o Preparation of Mind Map, Empathy Map o Secondary research/Prior art search (prior art search is continuous activity and can be used in any phase to strengthen the idea) o Group wise presentation followed by Discussion o Define Problem statement (format is given in reference PPT on DE portal) o Verification of problem identified by team through users/stakeholders of repairer/maintenance person/services provider
Minimum 3-4 field trips will be required to get better insights on users’ needs. o Based on User’s need
students need to redesign/modify the selected existing artefact/product/componen t/process/system for RE Note: For details of activities on various phases
students should consider the 3rd semester week-wise guideline
as Design Thinking process will be same with different projects
Ideation Phase 6, 7, 8 o Preparation of Ideation canvas based on modification considered at Empathy phase o Learning Tools:  Learning by analogy
heuristic and gestalt model o Combination of Ideas from Ideation canvas o Sketching of rough ideas o Preparation of Ideation canvas o Students will work on their Ideation canvas o Ideation activities shall be performed in class with team members under guidance of teacher Post-graduate Research Centre for Industrial Design OPEN DESIGN SCHOOL Learning Design Thinking at Gujarat Technological University Page 5 Product Development Phase 9, 10 o Preparation of Product Development Canvas (PDC) to modify existing product  Product Experience  Product Functions  Product Features  Components o Discussion on PDC o Students will work on their PD canvas (min 3 hour continuous workshop) o Students team will discuss on their PDC with other groups and faculty guide and get the feedback o Refinement of PDC after discussion 11 o Customer/User Revalidation (Reject/Redesign/Retain) o Refinement o Till 12th week of course
student team will consult Users/Stakeholders for their inputs on concept and incorporate necessary changes Pre-Design & Rough Prototype 12, o Learning Need Matrix (LNM) o Detail design and refinement o Prototype (Here strategy is to fail fast to succeed fast) o Building the solutions exercises o Iterate
Iterate….. o LNM document link is given in General Guidelines document Feedback & Final Report 14 o Upload duly signed Continuous Assessment Card o Feedback
Online certificate generation through DE portal o Final Report o As per the feedback received from Users/Stakeholders/other student groups/guide
student teams need to modify their design and further action plan. o Report writing should be continuous activity throughout the semester Post-graduate Research Centre for Industrial Design OPEN DESIGN SCHOOL Learning Design Thinking at Gujarat Technological University Page 6 Description of activities for DE – 1B (4th semester) Reverse Engineering (Tear Down Lab approach) Reverse Engineering
also called as Back Engineering
is the processes of extracting knowledge or design information from anything man-made and re-producing it or reproducing anything based on the extracted information
The process often involves disassembling something (a mechanical device
electronic component
computer program
or biological/chemical/organic matter) and analysing its components and workings in detail [1]. [1] https://en.wikipedia.org/wiki/Reverse_engineering Steps need to follow for Reverse Engineering (but not limited to, it may vary as per selected topic/project): 1
Select branch specific existing artefact/component/process/system/solution 2
Disassemble/Understand it for learning the technical/engineering aspects involved in it 3
Identify issues related to selected existing solution and try to modify it using Design Thinking approach 4
Apply Design Thinking approach to find out the Unmet needs of User related to selected artefact/component 1
Selection of Branch specific existing artefact for RE 2
Study the selected artefact through Reverse Engineering (RE) and modify it based on Design Thinking learnt in 3rd semester 3
Prepare all canvases and framework for selected RE topic 4
Based on idea developed during the above process
prepare Ideation canvas
PDC and LNM 5
Rough Prototype Post-graduate Research Centre for Industrial Design OPEN DESIGN SCHOOL Learning Design Thinking at Gujarat Technological University Page 7 5
Follow phases of Observation
Ideation and Product Development by preparing related canvases/frameworks 6
Modify/redesign the artefact/component to meet Users unmet needs Activity 01 - Select Branch Specific artefact/component and disassemble it Each group has to select one branch specific existing artefact/component/process/system/solution for reverse engineering activity for their DE-1B project and modify the same based on extracted information as per User’s needs
This activity is to learn about some basic technical aspects involved in designing something related to particular branch
After Reverse Engineering study
with extracted information from branch specific artefact/component

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Design Engineering 1 B

Design Engineering 1 B